438 THE AMERICAN JOURNAL OF SOCIOLOGY
community, and nation, general customs, civic ordinances, state and national laws.
3. The unconscious impulses of personal and social life, and the influences of impersonal nature. Under this head will come the influences that create moods, that furnish conditions favor- able to mob stampedes, and that throw a schoolroom into unaccountable disorder.
4. Theistic, the influence of the "Not Ourselves " that seems to permeate all being with motive-full, organized personality.
What we wish to educate is the conscious personal desires, the first class: the third class, unconscious impulses, are indirectly effective on conduct, and therefore in no way available for pur- poses of education. We have left, therefore, the second and the fourth, viz., conscious social desires, and whatever of knowl- edge we receive of the love and will of God. The school can reveal to the child the social desires, and the church the love and will of God. It is education of her people into homogeneity of social desires that concerns the nation, because unity and strength are attainable when such a condition exists : the church is interested in bringing into effective social control ethical ideals established by the Christ. The division of labor is not strained, but provides a definite basis for cooperation in accord with natural relations and involving no organic connec- tion. The school should educate into an understanding of the dominant ethical ideals of the environing life of the child, and needs a method of doing this. The same method will serve both institutions, because the discipline required is the same in kind.
I leave for later discussion questions involved in the applica- tion to the church of the method suggested in this article, and confine the discussion from this point strictly to the public schools. Since it is an education in ethics that we seek, there must be an explanatio7i of the psychology of this new method. Baldwin cannot be far wrong when he divides the self of the child into (i) the ego-self and (2) the alter-self. The mother, father, nurse, other children of the household, and their friends and neighbors, constitute the child's alter-self, and throughout
